Resumen

This work presents some theoretical and methodological considerations regarding why and how the history of mathematics and mathematical education contributes in developing the capacity of teachers to analyze their own practice. It supports the idea that, to advance towards such purpose, history must be situated in pedagogical manner and it presents the case of the appropriation of historical knowledge over mathematical formalism. Finally, the importance of comparative historical studies over the pedagogic domestication of formalisms is illustrated under different social and cultural contexts.